Upper Arlington Resident Educator Transition Program
Responsibility of Buildings
The building is primarily responsible for the day-to-day operation of the resident educator program. The committee involved in the employment recommendation should assess the needs of the person being considered for mentoring. That assessment, along with the concerns of the person employed, need to be conveyed to the mentor. The building may determine if there are needs all of their new teachers have in common and structure programs to address those needs. Mentors will be assigned and instructional materials will be provided to new teachers as soon as possible after they are employed.
Responsibility of the District
The Peer Assistance Specialist will contact building principals in June and July to determine the identified needs of new teachers. Where common needs exist within or across levels and where the district needs to provide information to all new teaches, the Peer Assistance Specialist will provide programs to meet those needs. These programs will commence no later than during new teacher orientation and will extend into the school year.
The district will be responsible for providing mentor training each year, especially for those who have not received training previously. Each year, the district will pay mentors for their participation in the program. The Peer Assistance Committee will be responsible for creating criteria for determining if the program is successful and assessing the effectiveness of the program each year in meeting the established criteria. The criteria should address needs of the new teacher, mentor, building and district.
Upper Arlington Resident Educator Transition Program
Responsibility of Buildings
The building is primarily responsible for the day-to-day operation of the resident educator program. The committee involved in the employment recommendation should assess the needs of the person being considered for mentoring. That assessment, along with the concerns of the person employed, need to be conveyed to the mentor. The building may determine if there are needs all of their new teachers have in common and structure programs to address those needs. Mentors will be assigned and instructional materials will be provided to new teachers as soon as possible after they are employed.
Responsibility of the District
The Peer Assistance Specialist will contact building principals in June and July to determine the identified needs of new teachers. Where common needs exist within or across levels and where the district needs to provide information to all new teaches, the Peer Assistance Specialist will provide programs to meet those needs. These programs will commence no later than during new teacher orientation and will extend into the school year.
The district will be responsible for providing mentor training each year, especially for those who have not received training previously. Each year, the district will pay mentors for their participation in the program. The Peer Assistance Committee will be responsible for creating criteria for determining if the program is successful and assessing the effectiveness of the program each year in meeting the established criteria. The criteria should address needs of the new teacher, mentor, building and district.